Chapter 5

Philosophy and Philosophy of

Education
“Getting the job done, even well done, is good enough for
nonprofessionals but continually improving the way the
job is done both for themselves and others is the
hallmark of professionals.” (Glasser, 1993)
Chapter Objective
 Traditional Philosophies and learning
 What is taught and how: how decides this
 Teacher’s role
 Student’s role
 Best learning medium
You Tube Clips
 http://www.youtube.com/watch?v=m0PRB
4YsXn4 Freedom Writers
 http://www.youtube.com/watch?v=-NlT-
ELVWk0 Billy Gilman: One Voice
 http://www.youtube.com/watch?v=lg4t7V-
e9dA&feature=related Waiting for
Superman
Philosophy:
Normative
 a search for wisdom
Philosophy:
The way
 Philosophy of education,
education
architecture,
 provides a “framework
for thinking” about medicine, or
educational issues and any other
dilemmas, and profession “ought”
 it guides professional to practice within
practice. their environment:
Perception
Philosophy and Theory
 Theories:………………………..IDEAS
 a) are based on observation,
 b) used to explain observations.

 Philosophies are based on theories:…. BELIEFS

 Explain:
 The way things are
 Ought to be
 peoples thoughts and emotions
 Concepts over long periods of
 time
Major Branches of Philosophy
 Epistemology: examines questions of “how” we
come to know what we know. Knowledge
 Metaphysics, or ontology: considers the nature
of reality. What is Real.
 Axiology: considers questions of values and ethics.
 Logic: examines the processes of deriving valid
conclusions from basic principles.
The Traditional Schools of Philosophy

Idealism Realism Pragmatism Existentialism

Metaphysics Reality is the world of Reality is the Reality is the Reality is the
unchanging ideas. physical world. interaction of the subjective
individual and the interpretation of the
environment. physical world.

Epistemology Knowing is the Knowing is observing Knowing is the Knowing is making

personal rethinking of and understanding result of experience personal choice.
universal ideas. natural laws. based on the
scientific method.

Axiology Values are absolute Values are absolute Values are relative. Values are chosen by
based on enduring based on natural law. the individual.
ideas.

Educational Curricula focus on Curricula focus on Curricula and Instruction

Implications content that content that instruction focus on emphasizes discussion
emphasizes time- emphasizes natural problem solving and designed to increase
honored ideas. laws. the scientific individual self-
method. awareness.

©2005 by Pearson Education, Inc.

All Rights Reserved
1) Epistemology: “Knowing Is”
 “How” we come to know what we know.
 A variety of ways of knowing exist.
Practice and
experience are
important.

What is factual
evidence?
•(Ex) examining
your beliefs.
The nature of knowledge and learning

 http://cns-alumni.bu.edu/~slehar/cartoonepist/cartoonepist.html

• What is knowledge?
• What is truth?
• Where did knowledge
originate?
• How do we come to know?
• How do we learn?
2) Metaphysics: “Reality Is”
 Metaphysics- (ontology)- considers
“what” we know.
 Perceive (Debate)
 Independent of our perception exists.
 1) reality is objective and observable
 2) reality is actually perceived, since our
behavior depends on our perception.
 Are people basically good?

 What or who is God?

3) Axiology: “Values Are”
 Values and ethics Debate:
 Character education argues that values,
such as honesty and citizenship, should
be emphasized, taught, and rewarded.
 Moral education
 emphasizes the development of students’
moral reasoning and doesn’t establish a
list of values that learners should acquire.
 “What is beauty?
 I’m getting paid to help kids learn. If I don’t
do my best, I’m not earning my salary.”
(Reasoning, value, moral)
4) Logic ……is the
processing of
deriving valid
conclusions from
basic principles.
 Deductive
reasoning
 A major premise,
which can be a
principle or
generalization.
 1) Minor premise
 2) Major premise
 3) Conclusion
Idealism: Terrain of Philosophy-not in book
 Since the physical world is
constantly changing,
 ideas are the only reliable
form of reality.
 Ideal situation; what you would
like to happen
 Perfect marriage; teaching
Realism: Terrain of Philosophy-not in book
 The features of the universe
exist whether or not a human
being is there to perceive
them.
 An oak tree outside the window.
 You can perceive it to be anything
you want, but it’s still an oak.
 Philosophy of realism
emphasize
 observation,
 experimentation, and
 critical reasoning.
Pragmatism( not in book)
 Pragmatism rejects
the idea of absolute,
unchanging truth.
 Instead, truth is what
works, hence the
term pragmatism.
 Experience is the key
idea
 Individuals need
methods for dealing
with changes.
 Pragmatic Solution
Pragmatism
 Pragmatism
 doesn’t de-emphasize the importance
of knowledge;
 instead, it attempts to connect it to
children’s interests.
 Constructivism: build knowledge
 Rather than follow the rule, demonstrate.
 Create understanding
 http://www.youtube.com/watch?v=BqnWNMsWdqM
30 sec. 3 Doors

Existentialism (not in the book)

 Humanity isn’t part of an orderly universe
 individuals create their own existence in
their own unique way.
 With freedom comes responsibility
 Emphasis on the individual:
 we don’t teach math, science, reading, and
writing;
 we teach people, and the people we teach are
at the core of learning.
 Learner-centered
curriculum/instruction
 http://www.youtube.com/watch?v=zdZaywluk34
Part Two: Philosophy…………..
Philosophies of Education
 Perennialism: suggests that nature, including human
nature, is constant.
 Essentialism: emphasizes a critical core of
knowledge and skills that all students should learn.
 Progressivism: focuses on real-world problem
solving and individual development.
 Social Reconstructionism: contends that schools,
teachers, and students should play a role in addressing
the social inequities in our society.
Perennials
 Nature,
 including human nature, is
constant
 Education
 is preparation for future life
 Math, science, and particularly
literature are important
 they expose learners to
 the rigors of logical thought

 the great ideas that have endured

throughout history.
 (Classics)
Perennials
 Ex. Classic works ranging from
Homer’s Iliad to Darwin’s The Origin of
Species
 Critics question
 thevalue of distant and abstract ideas for
poorly motivated and intellectually
unprepared students.
 They also suggest
 that it is the elitists that places too much
emphasis on ideas that are unrelated to
the student’s lives.
Essentialism
 “Back to the basics”
 learningshould focus on essential
basic skills,
 reading, writing, mathematics, and to a
certain extent, science and geography.
 the belief that core of information
exists that all people should possess.
 Reform aimed at improving
teacher training
Essentialism
 A “Nation At Risk” recommended that
 all high school students master core
requirements
 in five “basics”-English, math, science,
social studies, and computer science
 sequence of courses
 mastery of essential teaching skills
 Core of knowledge exists that all pre-
service teachers should master.
 Knowledge Base for
 the Beginning Teacher
Essentialism and Perennialism
 Are wary of
 learner-centered education and
the focus on learner self-esteem.
 Essentialists
 emphasize knowledge and skills
that are useful in today’s world.
Standards ….and Essential Knowledge
 Based on essentialism:
 there is a critical core of knowledge all
students should master.
 Major role of schools should be to ensure that
all students master a core of knowledge.

 Critics of standards (and essentialism):

 crucial knowledge is learned through rote
memorization, soon becoming forgotten or
inert, and
 fails to influence students’ current or future
lives.
Progressivism
 Problem solving and learning concepts
 Curriculum that focuses on real-world
problem solving and individual
development
 Insurance advertised: Progressive
Insurance
 Critics say:
 places too much emphasis on student’s
interests and self-esteem
 Constructivism (next slide)
 http://search.yahoo.com/search?p=progressive+insuranc
e+youtube&ei=UTF-8&fr=moz35
Classroom Application of
Educational Philosophies
Forming a Personal Philosophy
of Education
 Philosophy is important
 it
helps you explain and defend your
educational goals
 explain what you try to accomplish
in your classroom
 Textbook for Quiz p. 169
 are able to articulate what they’re
doing and why.
Rationale for Classroom Decisions:
“the belief behind your action”
 Basic skills
 are part of a core body of knowledge
 Text or curriculum-
 guide the sequence.
 We did it last year: (tried and tested)

 Systematic changes are made

 when teaching practices are in error or
inadequate.
 Forming a Philosophy
 First, any philosophy is evolving and
dynamic

 Second, your personal philosophy is likely

to include elements of more than one
traditional and educational philosophy.

 Third, be willing to change your views if

you find that they are in error. (Open-
mindedness)
Examining Your Beliefs
 Once identified,
 beliefs(philosophy) should be examined and
analyzed. (epistemology)
 This is where epistemology becomes important.
 How do you know that your beliefs are valid?
 Do they “feel” right?

 Do they make sense intuitively?

 Isfeeling or intuition adequate to justify beliefs, or

must you have research evidence to indicate that
they’re valid?
Educational Philosophies p. 161
Perennialism Essentialism Progressivism Reconstructionism
Traditional Idealism, Realism Idealism, Realism Pragmatism Existentialism
Philosophy Most
Closely Related
Educational Goals

Curriculum

Role of the Teacher

Teaching Methods

Learning
Environment

Assessment
 Classroom Applications of the
Educational Philosophies
Perennialism Essentialism Progressivism Postmodernism
Traditional Idealism, Realism Idealism, Realism Pragmatism Existentialism
Philosophy Most
Closely Related
Educational Goals Train the intellect; moral Acquire basic skills; Acquire ability to Critically examine today’s
development. acquire knowledge function in the real institutions; elevate the
needed to function in world; develop problem- status of marginalized
today’s world. solving skills. people (women and cultural
minorities).

Curriculum Emphasis on enduring Emphasis on basic Emphasis on problem Emphasis on the works of
ideas. skills. solving and skills needed marginalized people.
in today’s world.

Role of the Teacher Deliver clear lectures; Deliver clear lectures; Guide learning with Facilitate discussions that
increase student increase student questioning; develop and involve clarifying issues.
understanding with critical understanding with guide practical problem-
questions. critical questions. solving activities.

Teaching Methods Lecture; questioning; Lecture; practice and Problem-based learning, Discussion; role play;
coaching in intellectual feedback; questioning. cooperative learning; simulation; personal
thinking. guided discovery. research.

Learning High structure; high levels High structure; high Collaborative; self- Community-oriented; self-
Environment of time on task. levels of time on task. regulated; democratic. regulated.

Assessment Frequent objective and Frequent objective, Continuous feedback; Collaborative between
essay tests. essay, and informal monitoring of teacher and student;
performance tests. student progress. emphasis on the exposure of
hidden assumptions.

©2005 by Pearson Education, Inc.

All Rights Reserved
Your Educational Philosophy
Which philosophy best
describes you?
Which aspect best Idealism, Realism Idealism, Realism Pragmatism Existentialism
describes you?
And …Why?....
What is the role of the
student: Educational
Goals?

Curriculum: What
should be taught?

What is the role of the

Teacher?

What Teaching
Methods should be
used?
How would you set up
the Learning
Environment?

What Assessments
would you use.?
 What do
Philosophy and Theory you think
about this?
 Explain “Double Standards”
 Theories:………………………..IDEAS
 a) are based on observation,
 b) used to explain researched observations.

 Philosophies are based on theories:…. BELIEFS

 Explain: http://www.babble.com/
 The way things are mom/facebook-fail-
 Ought to be teacher-shares-
 peoples thoughts and emotions
immoral-photo-and-
 Concepts over long periods of
 time
gets-fired/